CV76 - Graduate Certificate in Religious Education

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Conduct Policy and Procedure, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of conduct and ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance, and being positive and receptive to processing constructive feedback on your academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Proficient Career Stage).
• Complying with relevant child protection and safety legislation.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading and interpreting curriculum, Diocesan and Church documents to plan for the effective teaching and learning of Religion in Catholic school settings.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to Catholic schooling contexts and the teaching of Religious Education in pluralistic settings.

Examples are:

• Rapidly building rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Displaying empathy and respect for multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or require site visits to Catholic school settings.

Examples are:

• Relating positively and effectively to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplace as ends in themselves and never exclusively as a means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practices and observations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras.
• Using a range of digital tools to create presentations and construct digital portfolios of evidence for the purposes of course assessment.
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of conduct and ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance, and being positive and receptive to processing constructive feedback on your academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Proficient Career Stage).
• Complying with relevant child protection and safety legislation.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading and interpreting curriculum, Diocesan and Church documents to plan for the effective teaching and learning of Religion in Catholic school settings.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to Catholic schooling contexts and the teaching of Religious Education in pluralistic settings.

Examples are:

• Rapidly building rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Displaying empathy and respect for multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or require site visits to Catholic school settings.

Examples are:

• Relating positively and effectively to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplace as ends in themselves and never exclusively as a means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practices and observations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras.
• Using a range of digital tools to create presentations and construct digital portfolios of evidence for the purposes of course assessment.
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of conduct and ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance, and being positive and receptive to processing constructive feedback on your academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Proficient Career Stage).
• Complying with relevant child protection and safety legislation.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading and interpreting curriculum, Diocesan and Church documents to plan for the effective teaching and learning of Religion in Catholic school settings.
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to Catholic schooling contexts and the teaching of Religious Education in pluralistic settings.

Examples are:

• Rapidly building rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Displaying empathy and respect for multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or require site visits to Catholic school settings.

Examples are:

• Relating positively and effectively to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplace as ends in themselves and never exclusively as a means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practices and observations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras.
• Using a range of digital tools to create presentations and construct digital portfolios of evidence for the purposes of course assessment.
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of conduct and ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance, and being positive and receptive to processing constructive feedback on your academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Proficient Career Stage).
• Complying with relevant child protection and safety legislation.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading and interpreting curriculum, Diocesan and Church documents to plan for the effective teaching and learning of Religion in Catholic school settings.
  
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to Catholic schooling contexts and the teaching of Religious Education in pluralistic settings.

Examples are:

• Rapidly building rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Displaying empathy and respect for multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or require site visits to Catholic school settings.

Examples are:

• Relating positively and effectively to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplace as ends in themselves and never exclusively as a means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practices and observations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.
  

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras.
• Using a range of digital tools to create presentations and construct digital portfolios of evidence for the purposes of course assessment.
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of conduct and ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance, and being positive and receptive to processing constructive feedback on your academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Proficient Career Stage).
• Complying with relevant child protection and safety legislation.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading and interpreting curriculum, Diocesan and Church documents to plan for the effective teaching and learning of Religion in Catholic school settings.
  
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to Catholic schooling contexts and the teaching of Religious Education in pluralistic settings.

Examples are:

• Rapidly building rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Displaying empathy and respect for multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or require site visits to Catholic school settings.

Examples are:

• Relating positively and effectively to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplace as ends in themselves and never exclusively as a means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practices and observations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.
  

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras.
• Using a range of digital tools to create presentations and construct digital portfolios of evidence for the purposes of course assessment.
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of conduct and ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance, and being positive and receptive to processing constructive feedback on your academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Proficient Career Stage).
• Complying with relevant child protection and safety legislation.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading and interpreting curriculum, Diocesan and Church documents to plan for the effective teaching and learning of Religion in Catholic school settings.
  
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to Catholic schooling contexts and the teaching of Religious Education in pluralistic settings.

Examples are:

• Rapidly building rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Displaying empathy and respect for multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or require site visits to Catholic school settings.

Examples are:

• Relating positively and effectively to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplace as ends in themselves and never exclusively as a means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practices and observations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.
  

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras.
• Using a range of digital tools to create presentations and construct digital portfolios of evidence for the purposes of course assessment.
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal information obtained in educational settings as private and confidential.
• Demonstrating an ability to reflect on ethical dilemmas and issues and take responsibility for ensuring awareness of ethical behaviour.
• Demonstrating the applicable codes of conduct and ethics as they apply in the practice of education.
• Respecting diversity by demonstrating sensitivity to religious, cultural and socioeconomic backgrounds and individual differences to support equitable access to education and learning.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance, and being positive and receptive to processing constructive feedback on your academic progress.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner that shows respect for difference.
• Maintaining behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from other stakeholders in a variety of educational settings.

Examples are:

• Complying with legislative and regulatory requirements for teaching. eg Codes of Ethics for teachers, and the Australian Professional Standards for Teachers (Proficient Career Stage).
• Complying with relevant child protection and safety legislation.
• Understanding and complying with Anti-discrimination legislation and Disability Standards for Education as they apply to practice in educational settings.
• Understanding and adhering to professional policy around the use of social media.

Examples area:

• Verbally communicating in the English language with accuracy, appropriateness and effectiveness.
• Listening to other's point of view and actively participating in discussion activities related to the course.
• Using language that is appropriate to the context of the individual, group or workplace.
• Establishing rapport with a wide range of educational stakeholders from differing socio-cultural environments in a wide range of contexts associated with teaching.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately constructing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• Clearly communicating the intended message and documenting information in a written form that meets legal and educational requirements.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks within reasonable set timeframes.
• Reading and interpreting curriculum, Diocesan and Church documents to plan for the effective teaching and learning of Religion in Catholic school settings.
  
• Paraphrasing, summarising and referencing in accordance with appropriate academic conventions associated with the American Psychological Association (APA) referencing format used by the School of Education and the Arts.
• Reading and accurately interpreting information related to Catholic schooling contexts and the teaching of Religious Education in pluralistic settings.

Examples are:

• Rapidly building rapport with other students/colleagues/school-based personnel in order to engage them professionally.
• Displaying empathy and respect for multiple points of view.
• Maintaining confidentiality in all contexts.

Examples are:

• Reflecting on topics taught during the course of study, including on situations that may be difficult or sensitive, yet still require reflective processing, judgement or action.
• Identifying when your practice may be negatively affected by personal experience and/or reactions.

Examples are:

• Appropriately and actively participating in activities related to the course of study, which could be either on-line or require site visits to Catholic school settings.

Examples are:

• Relating positively and effectively to a wide variety of stakeholders.
• Understanding, acquiring and demonstrating the components of emotional intelligence to effective working relationships and outcomes.
• Engaging in personal reflection as a way of increasing self-awareness regarding how individuals interact and affect others.
• Creating cultural competence, sensitivity and willingness to work with a vast array of people from various backgrounds.
• Recognising others as sentient human beings with rights that must not be violated.
• Recognising others in the workplace as ends in themselves and never exclusively as a means to an end.
• Demonstrating the skills of collaborating with fellow students and colleagues, modifying and reflecting on practices and observations.
• Interacting and engaging with individuals and groups in a respectful and culturally competent manner in a wide variety of contexts.
  

Examples are:

• Competently using a desktop operating system such as Microsoft Windows or Mac OS X.
• Competently using productivity software such as Microsoft Office, and operating associated electronic technologies such as (but not limited to) digital scanners, copiers, cameras and video cameras.
• Using a range of digital tools to create presentations and construct digital portfolios of evidence for the purposes of course assessment.
• Demonstrating an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.